Week 6 - Augmented Feedback in Motor Learning Flashcards
What is augmented feedback?
Information provided to the learner from an external source to supplement movement-produced feedback.
When is augmented feedback necessary?
- sensory pathways are impaired (disease/injury, age)
- sensory information is not available
- intrinsic feedback is available, but performer cannot use it (due to lack of experience)
When is augmented feedback not necessary?
- skills have detectable external reference (target, basket, etc)
What are the 3 primary positive roles for augmented feedback?
- error correction/guidance (may include description of aspects/outcomes and can be prescription for how to fix errors)
- motivation (helps make practice less boring & repetitive)
- reinforcement (positive and negative)
What are 3 considerations for delivering optimal feedback?
- content of FB
- schedule of FB
- timing of FB
Knowledge of Results (KR) def
- externally presented information about the outcome of performing a skill or achieving the goal of the performance
- verbal > auditory/visual
- sometimes redundant because performer can often see/feel/hear the outcome, but confirms the learner’s own assessments
Ex: You missed 5 feet to the right. You walked 10 more feet than yesterday.
Knowledge of Performance (KP) def
- information about the movement that describes what is observed without reference to goal or outcome
- velocity/displacement, dynamometer, EMG
Descriptive Feedback (def)
reports observation with no advice on how to improve
Prescriptive feedback (def)
- includes advice on how to do the task the next time
- uses attentional cueing to focus learner’s attention to most pertinent information to correct the error
Is prescriptive or descriptive feedback better?
-prescriptive in the beginning; descriptive once the skill is learned
What is the Sandwich Approach of feedback content?
Error correction is sandwiched between reinforcement and motivation. error correction = meat; positive reinforcement = the bread
Ex: “Good, your pelvis was in line that time. On the next attempt, try to maintain your outward rotation while still concentrating on pelvic alignment. You almost have it!”
The more frequently you provide feedback to a learner, the better the gains. true/false
FALSE; with too much FB, learners become reliant, abandon processing of other internal information, or become passive listeners who don’t problem solve. Reduced FB encourages more reflective thinking
What are the 5 Feedback Frequency Reduction Strategies?
- faded FB
- bandwidth FB
- summary FB
- average FB
- learner-regulated FB
Faded frequency FB (def)
-higher frequency KR/KP provided early in acquisition; gradually withdrawn in later cognitive and associative phases
Bandwidth FB (def)
- a range of “correctness” of movement is predetermined (positive or negative)
- feedback only given on trials where error falls outside this range
- can increase/decrease bandwidth as necessary; typically decreased as learner becomes more proficient
Summary schedule FB (def)
-summary of performance given after learner has completed a given number of trials
-shown to have beneficial impact on learning, but optimal number of trials to summarize is not known
Ex: feedback given after every 3 trials
Average FB (def)
-learner receives feedback after a certain number of attempts (similar to summary FB)
-FB will be average performance in the series, instead of FB about each trial
Ex: FB given after every 5th attempt. Many mistakes, but FB only given about most common problems
Learner-Regulated FB (def)
- learner controls when and how much feedback is given
- effective at reducing and individualizing FB
- involves the learner in the learning process
- clear learner preference for FB after successful trial
Does giving FB immediately following an attempt have a positive or negative impact on learning?
- mostly negative
- decreased use of intrinsic feedback
What are the benefits to having a FB-Delay Interval?
- prompts learners to estimate their own performance
- practitioners can help learners to develop self-evaluation skills by asking questions that require them to reflect on performance
In the post-KR interval, what should the learner be doing?
- learner should be synthesizing FB information to plan new movement strategies
- more complex tasks = more time in post-KR interval
- ask patient what they are thinking about for next attempt
- ensure understanding by observing the degree to which FB modifies the next attempt
